How do teachers with different certification statuses describe their ability to deliver Culturally Responsive Instruction? A qualitative inquiry

Abstract

Culturally Responsive Teaching is an approach that attempts to integrate students’ cultural backgrounds and experiences into learning processes. Some education reformers argue that student needs are best met when teachers utilize Culturally Responsive Teaching Practices (CRTP). In recent years, traditional teacher preparation programs have also begun to incorporate CRTP into pre-service teacher coursework, whereas alternative and emergency certified teachers are thought to have less formal training in CRTP. Yet very few empirical studies have investigated how prepared teachers of different certification statuses feel when it comes to delivering CRTP. The purpose of this study is to investigate how teachers with different certification statuses describe their ability to deliver CRTP. The data for this research was collected by drawing on a stratified random sample of teachers with traditional, alternative, and emergency certifications as well as snowball sampling (n=30). The main findings from this study suggest that traditional preparation programs increase a teacher’s ability to deliver CRTP. However, certification pathway was not the only factor that teachers identified. Teachers also described mentorship experiences, school district structures and culture, as well as personal experiences that influence preparedness to deliver CRTP. This study advances existing literature by bringing nuance to the literature on perceived preparation based on different teaching certification statuses. It may also help inform supports that leaders provide to teachers of varying certification statutes.